This paper examines a sequence of four lesson plans used with the same class in accordance with the system of curricular differentiation with reference to their theoretical suppositions, and evaluates how effective they may be in terms of practical utility. …
ed within the classroom due to constraints of time and space, the teacher can present guidelines to students encouraging independent study, by setting take-home projects or library assignments in such a manner that the student can work individually. In this manner, classroom space is optimized so that the teacher can regulate and direct work done outside the classroom.
3. Compacting is a process which allows students "to demonstrate proficiency in curriculum outcomes, units or courses and progress to more appropriate/challenging instruction." (Bosch 2001). It is a system of evaluation which takes into account students' various skills and learning abilities, which "reduces redundancy and allows for advanced programming" (Bosch 2001). The analogy of computer programming is used in the understanding of classroom strategy and curriculum development to demonstrate that differentiation procedures have a well-defined goal and flowchart to direct the process of imparting learning.
The process of differentiation may be differentiated from the federal government's initiation of the No Child Left Behind program, which is designed to ensure that the learning needs of every student are met during the process of pedagogical instruction. In his Foreword to the federal document profiling the designs and outcomes of the program, President Bush has said:
The quality of our public schools directly affects us all - as parents, as students, and as citizens. Yet too many children in America are segregated by low expectations, illiteracy, and self-doubt. In a constantly changing world that is demanding increasingly complex skills from its workforce, children are literally being left behind. (Bush 2001)
Thus President Bush links the process of classroom instruction directly to the overall...
As the discussion declares a differentiated classroom is one in which the teacher focuses on optimizing the efficiency of each student’s strengths, thereby prioritizing different learning skills with each student, depending on his or her individual requirements. Bosch has observed that “in a differentiated classroom, teachers differentiate content, process and product according to a student's readiness, interest and learning profile.” Learning profiles are therefore constructed for each student on the basis of his or her individual needs, and the student’s readiness to learn and interest in the learning process are also factored in to the development of the curriculum, thus ensuring that the learning process is made holistic.
According to the report findings one of the most seminal contributors to the filed of curriculum and classroom differentiation had been Carol Ann Tomlinson. She writes: “squeezing students into a one-size-fits-all curriculum has left many behind. By differentiating your instruction, you can meet the needs of every child. She implies, therefore, that the curriculums that do not differentiate among learning levels create a constricting mould that propagates a “one-size-fits-all” design for the curriculum, which causes many students to be left behind in the process of education. Cooper presents an invigorating account of a practical lesson he had with a class, and interprets the practical aspects of differentiation in terms of Tomlinson’s principles. ...
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